Leitura e interdiciplinaridade no processo de ensino e aprendizagem: uma abordagem para além da decifragem de códigos

Abstract

The present study shows reading and interdisciplinarity in the school context from the perspective of reading that goes beyond deciphering boring codes and/or tools that end up making the act of reading tiring and unattractive in the eyes of those who perform it. The general objective of the study was to understand how reading, being involved in an interdisciplinary approach, contributes to individuals being able to develop critically, making social use of the practices that come together from this action. Specifically, it was intended to describe the socializing agents responsible for the development of reading and its importance for the person as a citizen of the world; analyze interdisciplinarity in the educational context and its inferences in the reading process, and; identify how reading is taught from an interdisciplinary perspective, considering the areas of knowledge that must commonly interact with each other so that the student produces accessible knowledge to live in society and respond to present demands. As a research methodology, a descriptive bibliographic search was used. Descriptive for exposing and interpreting the information contained in the theoretical references consulted, namely Fernandes (2006), Solé (2008), Freire (2001; 2009), Piaget (2002), Bamberger (2011), the BNCC (2017) among others that are willing to investigate the object exposed here. Direct contact with the object gave a result considered satisfactory, since it was understood how the dynamics of reading, using interdisciplinarity can support it in a greater line of thought and a very refined practice. It was also found that reading must be used in a transversal way, covering all areas of knowledge, as any knowledge, whether Mathematics, Human Sciences, Languages and Natural Sciences and Society must necessarily be transversalized by reading and, subsequently, the interpretation of what is read, so that there is a more comprehensive understanding and open to dialogue and critical development in the production of knowledge.